The TEACCH approach was developed in North Carolina in the 1970s, and is now probably the most well-known and commonly used intervention in the UK. It is based on the conceptualisation that children with ASD are visual learners, and has developed a model of ‘structured teaching’ to teach to these strengths. Unlike some other approaches (e.g. ABA, Option) TEACCH does not aim to ‘cure’ or ‘remove’ autism – it considers ASD to be a lifelong condition.
Research supports the benefits of the use of structure and visual supports to people with ASD; and where the approach is used within the home as well as at school, positive results have been reported for both children and families. However, little research has been carried out into the effectiveness of the approach. Some of that which has is internal research from Division TEACCH. Apart from that, there have been only a few small-scale studies in the USA and Europe, listed below, there is little published evidence on its effectiveness and outcomes, and further research remains needed.
Howley, M., Preece, D. & Arnold, T. (2001) Multidisciplinary use of ‘structured teaching’ to promote consistency of approach for children with autistic spectrum disorder, Educational and Child Psychology, 18, 41-52.
Hume K and Odom S. (2006) Effects of an Individual Work System on the Independent Functioning of Students with Autism, Journal of Autism and Developmental Disorders, 2006 Oct 27; [Epub ahead of print]
Lanning, L. (2000) The Effectiveness of the TEACCH Programme. Norwich: University of East Anglia Social Work Monographs.
Ozonoff S and Cathcart K. (1998) Effectiveness of a home program intervention for young children with autism, Journal of Autism and
Panerai S, Ferrante L and Caputo V. (1997) The TEACCH strategy in mentally retarded children with autism: a multidimensional assessment.
Journal of Autism and Developmental Disorders, 27(3):345-7.
Panerai S, Ferrante L and Zingale M. (2002) Benefits of the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) programme as compared with a non-specific approach, Journal of Intellectual Disability Research, 46(Pt 4):318-27.
Siaperas P and Beadle-Brown J. (2006) A case study of the use of a structured teaching approach in adults with autism in a residential home in Greece, Autism, 10(4):330-43.
And others, Hope this helps